Intelligent Design network, inc.
P.O. Box 14702, Shawnee Mission, Kansas 66285-4702
(913) 268-0852; (913)-268-0852 (fax); IDnet@att.net
www.IntelligentDesignnetwork.org
As of March 1, 2004
RECENT POLLS, SCIENTISTS AND CONGRESS SHOW A DEMAND
FOR OBJECTIVITY IN ORIGINS SCIENCE
In recent times a number of polls have been conducted that have solicited the attitudes of
scientists and other members of the public about teaching origins science. Should schools be
dogmatic in their approach to origins science - should they stick with an “evolution only”
approach or should they be more objective and consider alternative theories and criticisms of
evolution?
The items shown below reflect the results of recent polls of both scientists and the public
in general. The items also include a report from Congress that reflects the need for objectivity
(see Part “C”, below).
1. 91% of Ohioans Oppose “Teach Only Evolution” - The Plain Dealer Poll published
June 9, 2002.
The Plain Dealer is the largest newspaper in Ohio
and has actively followed the controversy in Ohio
about the drafting of science standards that deal with
the issue of origins. Following months of intensive
pro-evolution media publicity, the Plain Dealer
commissioned Mason-Dixon Polling & Research of
Washington D.C. to conduct the poll. They conducted
telephone interviews of 1,507 Ohio adults selected at
random between May 28 and June 4, 2002. The poll
results were published by the Plain Dealer on June 9,
2002. The key results are contained in the responses
to a single multiple choice question:
“Currently, the Ohio Board of Education is debating new academic standards for
public school science classes, including what to teach students about the
development of life on Earth. Which position do you support?”
“Teach only evolution
8%
Teach only intelligent design
8%
8
Teach both
59%
59
Teach the evidence both for and against
evolution, but not necessarily
intelligent design
15%
15
Teach nothing about human development
9%
9
Not sure
1% ”
Total opposed to “Teac